About

About the Project

Empowering Neurodiversity Through Leadership and Education

About the Project

Mission and Values

Mission and Values

Neurosoup aims to open the door to elevate neurodiversity on campus. This goal is guided by the values of diversity, equity, and inclusion, providing a hub of information to create a path toward the understanding and acceptance of all kinds of brains.

The neurodiversity movement sees the value of the individual, and this recognition calls for the implementation of supports to create an equitable, nonpolarizing environment where all neurotypes are able to grow and thrive.

What's next?

Neurosoup is moving toward creating a university-recognized set of programs focused on educating members of the campus community, creating an environment where polite curiosity is encouraged, and pushing the strengths of neurodiversity to the forefront of the idea.

In order to accomplish these goals, we are compiling foundational information on neurodiversity and how it can be fostered in higher education. This synthesis currently manifests in a growing social media presence and this informational website. These tools are intended to be utilized in forming a set of leadership-oriented programs through WCU's Student Leadership and Involvement office. Through SLI, we plan to collaborate with WCU's other diversity focused organizations, creating ally-focused educational resources and upholding the university's promise of working toward a welcoming and inclusive campus climate.

Neurosoup is ambitiously hoping to begin working formally with the university beginning in Fall 2024.

About the Author

The dumbest smart person you've ever met, Arin King is an expert on neurodiversity through experience. Having lived with neurodivergent conditions for over twenty years, he is intimately familiar with the challenges that neurodivergence can cause, particularly in educational and social settings.

An undergraduate student at West Chester University of Pennsylvania, he shares the university's commitment to the principles of inclusivity and service. These values have guided him toward identifying a lapse in the university's available resources for understanding neurodiversity on campus. Thus, he has dedicated himself to the research of neurodiversity in higher education, using this information to further develop WCU's resources.

References

Aftab, A. (2022, May 11). Neurodiversity and the social ecology of disability. The Psychiatric Times, 39(5), 44–46. https://www.psychiatrictimes.com/view/neurodiversity-and-the-social-ecology-of-disability

American Council on Education. (2012, June). On the importance of diversity in higher education. https://www.acenet.edu/Documents/BoardDiversityStatement-June2012.pdf

Axbey, H., Beckmann, N., Fletcher-Watson, S., Tullo, A., & Crompton, C.J. (2023). Innovation through neurodiversity: Diversity is beneficial. Autism. https://doi.org/10.1177/13623613231158685

Baumer, N., & Frueh, J. (2021, November 23). What is neurodiversity? Harvard Health Publishing. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645

Bercovici, D. (2022, August 15). Autistic & ADHD traits. Embrace Autism. https://embrace-autism.com/autistic-and-adhd-traits/

CAST. About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl

Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M.V., Fierros, G.A., & Rojo, P. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), 757–778. https://doi.org/10.1007/s10734-020-00513-6

Doyle N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British medical bulletin, 135(1), 108–125. https://doi.org/10.1093/bmb/ldaa021

Farrant, F., Owen, E., Hunkins-Beckford, F.L., & Jacksa, M. (2022, May 9). Celebrating neurodiversity in higher education. The Psychologist. https://www.bps.org.uk/psychologist/celebrating-neurodiversity-higher-education

Fletcher-Watson, S. (2022, March). Glossary of neurodiversity terms. Salveson Mindroom Research Centre. https://www.ed.ac.uk/sites/default/files/atoms/files/neurodiversity_glossary.pdf

Lange, S. (2022). Different not less: Neurodiversity as a lens for understanding our students better. Scope (Learning and Teaching), (11), 113–119. https://doi.org/10.34074/scop.4011005

Marshall, B. (2020, December). Neurodiversity: The next phase in the diversity discussion. Public Management, 102(12), 14–15. https://icma.org/articles/pm-magazine/ideals-neurodiversity-next-phase-diversity-discussion

Miserandino, C. (2003). The spoon theory. Butyoudontlooksick.com. https://butyoudontlooksick.com/articles/written-by-christine/the-spoon-theory/

Nerenberg, J. (2016, November 21). Does neurodiversity have a future? Greater Good Magazine. https://greatergood.berkeley.edu/article/item/does_neurodiversity_have_a_future

Robertson, S.M., & Ne’eman, A.D. (2008). Autistic acceptance, the college campus, and technology: Growth of neurodiversity in society and academia. Disability Studies Quarterly, 28(4), 14. https://doi.org/10.18061/dsq.v28i4.146

Rong, Y., Yang, C.-J., Jin, Y., & Wang, Y. (2021). Prevalence of attention-deficit/hyperactivity disorder in individuals with autism spectrum disorder: A meta-analysis. Research in Autism Spectrum Disorders, 83, Article 101759. https://doi.org/10.1016/j.rasd.2021.101759

Silvertant, E. (2023, February 26). Autism & camouflaging. Embrace Autism. https://embrace-autism.com/autism-and-camouflaging/

The Spectrum. (2019, December 3). What is autism? https://thespectrum.org.au/autism/

Walker, N. (2021). Neuroqueer heresies: Notes on the neurodiversity paradigm, autistic empowerment, and postnormal possibilities. Autonomous Press.

Update Log

04/01/2024: Implementation of update log, updated original content resources, attached hyperlinks to sources within in-text citations, updated references with hyperlinks to sources, updated website logo, added statements from Dr. Megan Fork and Arrive Therapy

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